Stakeholder Analysis

Stakeholder Analysis 1. Briefly describe the seven steps of stakeholder analysis A. map stakeholder relationship Before the stakeholder relationship has been made, there are some questions that will be asked for analysis and identifying major stakeholder. The stakeholder to be selected must knowledgeable, current and close to the source of the issue at hand. The stakeholder analysis is only as valid and reliable as the sources and the processes use to obtain the information. For example, if the Mattel’s recalls, you would place the Mattel Inc. in the centre stakeholder box and then continue identifying the other groups involved with that issue. B. map stakeholder coalitions After identify and make a map of the stakeholders who is going to involved in the firm in the incident addressed, this step is to determine and map any coalitions that have formed. The coalition among the stakeholder is important. Interest groups and lobbyists sometimes join force against a common ‘enemy’. If the numbers of the advantages is seeing by, the competitor may join force. Mapping actual and potential coalitions around issues can help the CEO anticipate and design strategic responses toward these groups before or after they form. C. assess the nature of each stakeholders interest There are four types of stakeholders the CEO may face in the company. That is supportive, non-supportive, mixed blessing and marginal. The supportive and the non-supportive will against the CEO. While the mixed blessing and the marginal, the CEO are less sure for their support for the strategy. The opening example like Mattel, if you are the CEO, along with his staff, you might determine that the support of Mattel would be many. Non-supportive stakeholders or those who may include some shareholders and their lawyers, the Chinese government, members of the U.S. government, the victims and their families, consumers, competitors and the media. The interest of these stakeholders is varying. By systematically, completing this audit, as a CEO in facing the crisis, it can create a broader or more objective picture in the situation faced. D. assess the nature of each stakeholders power There are eight types of power that different stakeholders exert, first, voting power, the ability of stakeholders to exert control through strength in numbers. Second, political power where the ability to influence decision making processes and agendas of republic and private organizations and institutions. The third is economic power, which the ability to influence by control over resources either monetary or physical. Forth, the technological power where the ability to influence innovations and decisions through uses of technology. The fifth is the legal power by the ability to influence laws, policies and procedure. The sixth is the environment power, where the ability to impact the nature. The seventh is the culture power, the ability to influence values, norms and habit of people and organizations and the last one is the power over individuals and groups. This is the ability to influence particular, targeted persons and groups through different forms persuasions. For instances, the Mattel suggests that shareholders, number of congress and individual constituent have voting power over the Mattel policies and officers jobs and responsibilities. In that case, the Chinese contractors and government representatives the economy power over the Mattel expenses and profit. While the U.S. government also use the political power for the Mattel’s operating and manufacturing polices and the process. E. construct a matrix of stakeholder moral responsibilities This step is to determine the responsibilities and moral obligations for company have to each stakeholder. A matrix of stakeholder has their own responsibilities. For example, the Mattel’s CEO may see the firm’s economic responsibility to the owner to preventing as many costly lawsuits as possible. Legally, the CEO may want to protect the owners and the executive team from liability and damage. This would entail proactively negotiating disputes outside the courts. Ethically, the CEO may keep the company’s stockholders and owners current regarding his or her ethical thinking and strategies to show responsibility toward all stakeholders. To complete the matrix in this stage, the ethical principles can be referring to follow as: utilitarianism (weighing costs and benefits), universalism (showing respect and concern for human beings), rights (recognizing individual liberties and privileges under laws and constitutions), justice (observing the distribution of burdens and benefits of all concerned). In this stage, the CEO might advise shareholders to show responsibility by publicly announcing their plans for resolving the problem. F. develop specific strategic and tactics After get the result from the preceding steps, it can continue to outline specific strategies and tactics that wish to use with each stakeholder. Firstly, a CEO should consider whether to approach each stakeholder directly or indirectly. Secondly, need to decide whether to do nothing, monitor, or take an offensive or defensive position. Third is determine whether to accommodate negotiate, manipulate, resist, avoid or ‘wait and see’. Finally, the CEO can decide what combination of strategies those want to comply to achieve the goal. G. monitor shifting coalitions In this stage, the time and the event can change the stakes and the stakeholders and their strategic. Tracking external trends and events and the resultant stakeholder strategies can help CEO and his or her team act and react accordingly. This dynamics process that occurs over time and is affected by the strategic and action that a CEO and the team direct with each stakeholder group as events occur. Decisions of a CEO are influenced by how effective the stakeholders respond and the CEO team strategic and action. A CEO would typically follow the utilitarian ethic of weighing costs and benefits of all your strategies and actions toward each major stakeholder group. If the CEO neglecting the public, the company ‘bottom line’ can be affect. By following the Mattel case, when you see the child who is harmed or may be at risk, you might have attempted to take care of each child. You may recall the manufacture at China, then plan meeting with the person in charged and pay a vis it to the victim families to show the concern about the case and to protect the company image and reputation going forward. 2. Explain the diagnostic typology of organizational stakeholders The diagnostic typology of organizational stakeholders can be separate into two classes and four types. For the classes, the low class is the supportive and the marginal while the high class is mixed blessing and non-supportive. The diagnostic typology of organizational stakeholders shows two dimensions, that is potential for treat and potential for cooperation. The type one is the ideal strategic for the focus corporation. Type 1 is the supportive stakeholder with a low potential for threat and high potential for cooperation. Here the strategy of the focus company is to involve the supportive stakeholder. In contrast, the is a non-supportive stakeholder who show the high supportive for threat and a low potential for cooperation. The type four stakeholders is mixed blessing. The mixed blessing is with a high potential for threat and cooperation. In this situation, the stakeholder could become the supportive or non-supportive. And the last one is the type two, the marginal stakeholder . This stakeholder has a low potential for both threat and cooperation. This kind of stakeholder may not be interested in the issue of concern. 3. Discuss the 7-phase issue development process using an example Seven phase issue development process are felt need, media coverage, interest group development and growth, leading political jurisdictions, federal government attention, legislation and regulation and litigation. The first is a felt need arises; this is for emerging events, advocacy groups. The second is media coverage. The media coverage is developing such as the television segment like news, internet, or the newspaper and other news and blogging sources. The third is the interest development gains momentum and grows. The fourth is the policies. These policies are adopted by leading political jurisdictions for cities, states and country. The federal government gives the attention to the issue occurred. The federal government have the responsible to hearing and the studies for the cases. The sixth is the issues and policies evolve into the legislation and regulation and the last one is issues and policies enter litigation. In the Mattel’s company, the CEO and the top level te am is use this framework to anticipate and prevent the recalls and also respond to the public about the cases. The Mattel toy recalls and its partnership with the Chinese contractors and subcontractors the outsourcing debate in general is related to the topic to analyse by using the second issue frame work that is media coverage. There is an article which is written by Christopher Clott’s with the title â€Å"Perspectives on Global Outsourcing and the Changing Nature of Work†. This article provided the excellent background information. These seven steps are useful in identifying and following the public issues like the Mattel’s Inc. faced. 4. Describe the 4-stage issue life cycle approach There are four stages in life cycle, which is social expectation, political issues, legislation and social control. The first step is social expectation and the awareness. In this process, it is about the social discussion and debate. The societal awareness is low at first and approached the highest at stage there that is legislative engagement and decrease when it reaches the stage four. The social awareness is like the emerging the events, advocacy books and so on. In the event, they will discuss about the problem occurred and debate about the problem. The interest group will pay the attention if the problem is related to them. The second of the stage of life cycle is the political awareness. The political awareness involved the media attention and the hearing is held. In this stage, is include the incorporate of the media coverage available in the country, the interest group development and growth and the leading political jurisdictions adopt policies. The third phase is the legis lative engagements which are law passed, legal involvement and regulations enacted. And the last stage is social control and litigation. This are include the compliance issues, legal conflict and court rulings. 5. Identify and explain the 4-stage approach to crisis management Crisis management is a method that to study how corporation and leaders respond to the crisis faced. By using this method, it is essential for understanding and possibly preventing the future fiascos because crises is continue to occur year by year. There are the four stages for crisis management. That is prodramal, acute, chronic and conflict resolution. The prodromal or pre-crisis is also known as the warning stage. The second stage still can proceed although this stage is not recognized or does not actually occur, but is requiring the damage control. For the example, Mattel experienced several recalls with its Chinese subcontractors. First recall is given by sending a warning sign that issues existed. Represented from the Mattel let the subcontractor takes blame at first. In the second stage, acute crisis which mean the damage has been done. This stage is use to control the damage as much as possible. This is the short stage among the four stages. In 2005, a toddler died from inge sting a magnet from a Mattel toy that was manufactured in China. Since there is no laws governing this type of incident, Mattel had not considered the risk faced. The third stage is the chronic crisis. The chronic crisis is also mean clean up stage. This is a period of recovery, self-analysis, self-doubt and healing. In this process, the congressional investigations, audits and interviews occurred. The final stage is crisis resolution. This stage is the goal of crisis management. In this stage, it is about what is the best solution for the problem occurred.

Health care Essay

Chapter 1 Scarcely a news report goes by that does not address the number one health concern in the United States, obesity. Obesity has long been a concern of the healthcare industry, and the focus on children is increasing. Obesity is considered the number one health risk for children in the United States today. Research demonstrates it is not only a concern but one that is now reaching epidemic proportions. The number of children who are overweight has doubled in the last two to three decades; currently, one child in five is overweight. Research further indicates that if a child is overweight at age 6, his or her likelihood of adult obesity is more than 50 percent. Obesity presents numerous health problems for children; hypertension and Type II diabetes, coronary heart disease, stress on weight-bearing joints, low self-esteem, and the risk for chronic health problems in adulthood. One of the most severe problems is sleep apnea (interrupted breathing while sleeping), which, in some cases, can lead to problems with learning and memory. (Blasi, 2003) Problem Statement, Purpose and Rationale Childhood obesity has become an epidemic in recent years, with more than 9 million children labeled obese, and the decrease in physical education requirements may be affecting the health of children. Children need to maintain a regular rate of physical activity to maintain optimal health and this activity should be present in the physical education program. The purpose of this study is to determine if participating in a routine exercise program can help reduce excess weight and maintain optimal fitness, by designing and implementing a daily fitness program for students. Obesity is defined as body weight, which is more than normal for a particular age, gender, and height. Obesity can be measured through BMI (Body Mass Index) calculations that are based on a person’s height and weight. Obesity is the end result of a person taking in more calories than they expend in a day. Even a small imbalance between energy input and output can lead to significant weight gain over time. Most obese children demonstrate a slow but consistent weight gain over several years. Eating too much and moving around too little are the main causes of obesity. Most experts agree that watching excessive amounts of television is a significant risk factor associated with obesity. Research has demonstrated that almost half of children ages 8-16 years watch three to five hours of television daily. Extreme cases of obesity are generally contributed to inactive children, eating too many snacks with a high fat content. (Blasi, 2003) Possible Causes The simple answer to the problem of childhood obesity is more calories are taken in than are expended in a day, which when accumulates results in obesity. However there are a variety of factors that affect and may contribute to obesity and the solution may be as complex. Increasing physical activity to meet or exceed daily dietary intake is something that people can control and therefore have an impact. This study will focus on the increase in physical activity for students and monitor their progress throughout the duration of the study. There is no longer a question about whether or not childhood obesity exists. It does. Environmental conditions, such as television, video games, and computers can have an influence if children don’t take part in other physical activities. Certainly, the increase in fast food diets and the intake of sugar has an impact on a child’s weight, particularly if not balanced with other foods and activities. Soft drinks have become a mainstay in the daily diet of American children. A recent long-term research study examined soda consumption and its effect on children’s body weight. The study found that â€Å"for each additional daily serving of a sugar-sweetened soft drink, the incidence of obesity was significantly increased. Researchers also discovered that the odds of becoming obese increased 1. 6 times for each additional glass of sugar-sweetened soft drink consumed above the daily average. † (Blasi, 2003) In 1998, The National Association for Sport and Physical Education issued guidelines stating that young children should strive for 60 minutes of physical activity each day to promote health and well-being. Clearly, this is a valuable goal for both children and adults, but may not be the only contributing factor for obesity. The factors that contributing to obesity are complex, and can include economic, social, cultural, behavioral, nutritional, psychological, and genetic factors. However, individual differences make it unclear the extent to which each of these factors contributes to obesity. An individual’s genetic makeup combined with the environment in which the person lives may have an impact. Eating and activity patterns have been shown to be consistently related to obesity. These are also the two factors that we can most readily have an impact on. (Blasi, 2003) Most states require students to participate in some type of physical education program, the time spent in physical education declines with each subsequent grade. â€Å"About one third (39. 7 percent) of elementary schools require physical education in kindergarten, one half (50 percent) of elementary schools require physical education in grades 1 through 5, one fourth (25 percent) in grade 8, and only 5 percent in grade 12. † (Garbe & Hoote, 2004) This is in conflict with recommendations made by the American Academy of Pediatrics (AAP). The AAP recommends that K-12 students have daily opportunities for physical education. The National Association of State Boards of Education (NASBE) backed this notion with the development of guidelines, stating that elementary school students should have at least 150 minutes per week of physical education and at least 225 minutes per week when they reach middle/ junior and senior high school. The School Health Policies and Programs Study (SHPPS), conducted in 2000, found that only 8 percent of elementary schools, 6. 4 percent of middle/junior high schools, and 5. percent of senior high schools provide daily physical education for the entire school year for all grades. (Garbe & Hoote, 2004) Both the school environment and the family environment must absorb the responsibility for childhood obesity. While the school cafeteria provides food choices, the physical education program determines the time allocated to physical activity, and the school curriculum controls opportunities to learn about the relationship between personal behaviors and health. Away from school, the family environment strongly influences child health. Chapter Two Literature Review According to the Centers for Disease Control and Prevention, 15 percent of young people in the United States are overweight, defined as a body weight at or above the 95th percentile on Body Mass Index-for-age percentiles. An additional 15 percent of children (those above the 85th percentile) are classified as being â€Å"at risk of overweight. † The health risks of obese children cannot be overstated. The risks in terms of physical health include hypertension, heart disease, diabetes, and increased risk of obesity in adulthood. The cumulative effects of obesity don’t stop there. â€Å"Obesity also exerts a heavy psychological toll on children: the likelihood of impaired quality of life for obese children is 5. 5 times greater than for healthy children. † (Anderson & Butcher) Increasing childhood obesity is related to increasing adult obesity. Although the obese share of the population is expected to increase with age, obesity today is increasing with age more quickly than it did thirty years ago. (Anderson & Butcher, 2006) Although a public school cafeteria has not traditionally provided the healthiest of meals, the problems continue to grow with the introduction of fast foods, such as McDonalds, Taco Belle and Pizza Hut, to the lunch offerings. â€Å"In addition, hundreds of under-funded school districts have negotiated â€Å"pouring rights† contracts to sell brands of soda and allow young people easy access to vending machines during recess breaks. Soda consumption among adolescents has nearly tripled between 1977-78 and 1994. † A 12-ounce serving of carbonated soda contains the equivalent of 10 teaspoons of sugar. Soda consumption has been shown to be an independent risk factor for obesity in children. In addition to sodas becoming readily available during school time, vending machines are present in a majority of schools. (Staveren & Dale, 2004) Currently, there are minimal opportunities for children to be physically active during school time. Recent budget cuts have resulted in cuts to physical education. Physical Education is necessary if children are going to maintain a healthy body weight and good health. Children should receive at least 60 minutes, and up to several hours, of age-appropriate exercise on all or most days of the week. Few schools offer any structured physical activity outside of the physical education classes. (Staveren & Dale, 2004) Simply adding physical education opportunities may not be enough to make significant impact or reduction in childhood obesity. Children who are obese are not comfortable in the physical education class. Not only is it physically challenging, but embarrassing as well. Obese children may feel more vulnerable in the physical education class than they do anywhere else in the school. Due to the number of overweight and obese children, it is obvious that physical education programming needs to be restructured and adapted to suit this population. An obese child is not going to benefit from being made to run laps that they are not physically capable of doing. Physical Education may have to take more of an individual approach with students, helping them to identify goals, and then designing a fitness plan to meet those goals. More wellness information should be incorporated into the curriculum, benefiting all children. The competitive nature of physical education needs to be re-evaluated in order to meet the needs of obese children. Focus should be place on health. Physical education instructors will also need to motivate children, and finding activities that they enjoy and then building on those may provide the motivation necessary. (Irwin, et. Al. , 2003) Physical educators are confronting a growing need for developmentally appropriate movement education among very young children. Children are more sedentary and more obese, on average than their counterparts 20 years ago, and they need to develop. movement skills and habits for healthy, active lifestyles. (Helm & Boos, 1996) Researchers at the University of California at San Diego tried to determine how excess weight affects obese children and their ability to perform normal activities. The study, surveyed 106 obese children (57 boys and 49 girls; average BMI of 34. 7) between the ages of 5 and 18 years. They were asked questions such as whether they ever experienced problems due to participating in physical activities, bathing themselves, other kids not wanting to be their friends, or being unable to pay attention during class. The interview also asked how often they felt depressed or worried and whether they ever missed school because they did not feel well. The results of each interview were graded on a scale of 100 and then compared to the published data on healthy children and children with cancer who were receiving chemotherapy or had chemotherapy recently. The average score for obese children (67) was drastically lower than healthy children (83) and even slightly less than children with cancer (69). The biggest difference in the scores between the obese children and the other two groups was related to their social functioning–20 points lower than the healthy group and 9 points lower than the children with cancer. One major reason obese children had lower scores in this area is because they get picked on and teased at school, while children with cancer usually receive sympathy. More often than not, the obese children had a physical or emotional problem: 65 percent had at least one medical condition, 37 percent had high cholesterol or a similar condition, 13 percent had either depression or anxiety, and 4 percent had diabetes. It may be due to these complications that obese children are on average absent from school four days a month, while healthier children miss on average less than a day a month. (JOPERD, 2003) A growing need in physical education is to help young people enjoy the rewards of exercise through participation. This need could be addressed by teaching students the health benefits derived from maintaining active lifestyles. Additionally, physical educators could emphasize the results of exercise which appeal to young people, such as improved physical appearance. For example, improved physical appearance can be included in a discussion of body fat reduction. This exercise benefit should not be the only focus of the discussion, but could certainly be a part of it. (Douthitt & Harvey, 1995)

Outline for Drugs

Outline 1. Introduction: Drugs are a major problem in our society. There are many people trying to stop it. Some techniques are imprisonment, school programs such as D. A. R. E. (Drug Abuse Resistance Education), and parental guidance. This simply is not making the drug use go down. What we have been doing in the past is not working. The best possible solution for this epidemic is to legalize drugs. 2. Body: More than 20 million American’s over the age of 12 use illegal drugs.Over the past 40 years it has cost the tax payer 1. 8 trillion dollars to stop the drug cartels. The failed war on drugs has cost billions of dollars, tens of thousands of lives, and incarcerated hundreds of thousands of people. There are plenty of people trying to fix this problem but there is a solution that is better which is legalizing drugs. 3. Solutions: In the past we have tried imprisonment by taking them off the streets, which failed. †¢Those same people come out and use drugs again.We have tried after school programs such as D. A. R. E. which also failed. †¢According to the U. S. General Accounting Office, the U. S. Surgeon General, the National Academy of Sciences, and the U. S. Department of Education, â€Å"Scientific evaluation studies have consistently shown that DARE is ineffective in reducing the use of alcohol and drugs and is sometimes even counterproductive—worse than doing nothing. † Talking to kids about drug use not working. †¢More and more kids are using drugs at a young age.Legalizing drugs is the best solution. 4. My Choice: Legalizing drugs is best solution †¢People use because it is illegal and enjoy taking a risk so by legalizing it would make less people wanting to do drugs just because it is legal †¢There wouldn’t be more people using, it would be the same people who use it now †¢Drug legalization would also reduce government costs and raise tax revenue, so a portion of the money made would b put back into drug rehab facilities and classes on educating the effects of drug usePartial Legalization of drugs †¢Drugs would be available only under controlled circumstances †¢Mandated labels with dosage instructions †¢Restrictions on advertising †¢Age limitations †¢Restrictions on the amount purchased at a time †¢Requirements on the form supplied 5. Call to Arms There are many children being raised without their parents because of drug use, overdose, and drug cartel violence. On Easter morning Sean, 12 years old woke up and found is father in his home office passed out with a needle in his arm.Emily never knew her father because he was sent to jail for drugs her whole life, every time he got out he would go use, and eventually he died of drug overdose. Legalizing drugs could have saved their lives by better educating them, using in controlled circumstances, and having restrictions. To think had we just legalized drugs there would be a decrease in drug abuse, eliminate drugs cartels and violence, and these young children would have grown up with their parents.

Effects Of Flowers With Scent Versus Flowers - 1905 Words

Effects of Flowers with Scent Versus Flowers without Scent on Insect Activity Flower communities are an example of a limited ecosystem that vary from one to another based on species of flower as well as microclimate differences. The main component of a flower community is the flowering plant itself. This plant is the main dictator of all activity in the community. Other aspects of this limited ecosystem include the species that interact with this plant and the resources it provides. These species may then also interact with each other influencing aspects of the ecosystem such as species behavior, resource abundance, and competition (Watt, 1947). As a community the flowering plant and organisms are also affected by microclimate†¦show more content†¦The flower is in bloom from September to November in habitats with relatively dry soils receiving little sunlight. Although the flowers do not produce a scent, they do provide a nectar source and are known to attract butterflies. It is also know to be a plant that attracts predatory insects that prey u pon pest insects the same as the Sweet Everlasting ( Pseudognaphalium obtusifolium). Additionally, it is of special value to pollinators, and known to attract large numbers of native bees (â€Å"Native Plant Database,† n.d.). The ability of both of these flower communities to exist in similar habitats makes them ideal for comparing differences in insect activity without the influence of outside factors such as temperature, light, and humidity. Both flower communities are also known to attract similar species, which allows the quantity of species visiting one site to be easily compared to the quantity of species visiting the other site. This is essential because the study aims to determine whether the property of scent, characteristic of the Sweet Everlasting (Pseudognaphalium obtusifolium), had an effect on the amount of species interacting with each flower community. 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The Great Depression And World War II Essay - 1391 Words

From 1929 to 1945, two catastrophes occurred: the Great Depression and World War II. American political leaders established a cause-effect relationship between economic collapse and total war, based on these two events, which defined their policy approach in the post-war period. In the 1930s, American leadership, and most importantly, President Franklin Delano Roosevelt, came to view economic decline, political radicalization, and instability as forming a vicious cycle that led to utter chaos and war. Although FDR did not know the future consequences of the economic fallout, he did know that breaking the cycle was of systemic importance. FDR’s policy platform, known as the New Deal, disregarded the historical wariness for government intervention and boldly connected economic security to freedom. Essentially, he attempted to push the American system to its limit in order to save it. 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Pros and Cons of Facebook - 1004 Words

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“Theoretical and practical aspects of prepositions in modern english” free essay sample

There are about 150 prepositions in English. Yet this is a very small number when you think of the thousands of other words (nouns, verbs etc). Prepositions are important words. We use individual prepositions more frequently than other individual words. In fact, the prepositions of, to and in are among the ten most frequent words in English. Many of prepositions have more than one meaning. Prepositions pose more problems for the non-native speaker or learner of English than any other part of speech. Why? Prepositions are just little words that never change in form. They are pronounces softly, in unstressed syllables. They aren’t even given capital letters in book titles. Native speakers choose the correct ones without thinking. But for non-native speakers they can be confusing. Many learners and teachers sometimes view the usage and meaning of prepositions as a secret that can’t be unlocked. However, if we examine the syntactic environments of such key prepositions systematically, patterns of usage and core meaning concepts emerge which can aid explanation and learning. The prepositions at, in and on are often used in English to talk about places and times. Sometimes the choice of one over another in a particular phrase or sentence seems arbitrary. However if we analyse patterns of occurrence we can identify key concepts in meaning and usage which consistently apply and can be used as a platform for learning. The problems of the theme are: 1. They are difficult to define without using other prepositions. 2. They do not have equivalent meanings in other languages. 3. Many prepositions are also used as adverbs or conjunctions. 4. Two or more prepositions may have the same meaning and sometimes they are interchangeable and sometimes not. 5. Many prepositions are used in expressions where their meaning is very different from what might be expected. 6. A preposition in combination with another word may have different meaning. The object of the research is Preposition as a part of speech. The subject of the research is theoretical and practical aspects of using the prepositions in modern English. The aim of the research is analysis and summing up of the knowledge in theoretical and practical aspects of prepositions in modern English. In accordance with the aim of investigation the following tasks were set: †¢ to define the function of preposition in English language; †¢ to analyze the most frequent types of prepositions; †¢ to describe the importance of learning prepositions in Modern English. The paper consists of introduction, two chapters, conclusion, resume, reference list of the publications used. CHAPTER 1. FUNCTION WORDS IN THE ENGLISH LANGUAGE. PREPOSITIONS IN MODERN ENGLISH 1. 1. Function words in the English language. Function words are words that have little lexical meaning or have ambiguous meaning, but instead serve to express grammatical relationships with other words within a sentence, or specify the attitude or mood of the speaker. They signal the structural relationships that words have to one another and are the glue that holds sentences together. Thus, they serve as important elements to the structures of sentences. Function words are like thumbtacks. We dont notice thumbtacks; we look at the calendar or the poster they are holding up. If we were to take the tacks away, the calendar and the poster would fall down. Likewise, if we took the function words out of speech, it would be hard to figure out what was going on. Function words are a closed class. A person cannot easily invent a new preposition or conjunction [12]. As function words belong to the closed class of words in grammar in that it is very uncommon to have new function words created in the course of speech, whereas in the open class of words (that is, nouns, verbs, adjectives, or adverbs) new words may be added readily (such as slang words, technical terms, and adoptions and adaptations of foreign words). Each function word either gives some grammatical information on other words in a sentence or clause, and cannot be isolated from other words, or it may indicate the speakers mental model as to what is being said. The distinction between function and lexical words has been very fruitful for linguistic description. So-called analytical languages, such as Chinese, are characterized by an abundance of function words. In contrast, function words are typically lacking in the speech of young children, certain kinds of aphasia, and telegraphic speech. It is also well known that languages rarely borrow function words from other languages or make up new ones (hence their status as closed class). Most recent innovations in the English vocabulary, such as pizza, angst, fax, e-mail, phat, AIDS, website, browser, screenager, to surf, Nethead, and techno-babble are lexical rather than functional in nature [26; 29]. Function words add mainly grammatical information, which means that they are defined above all by their syntactic behavior. Most traditional grammars assumed (and their descendents continue to assume) that the structure of sentences and phrases is determined mainly by lexical words. Function words were regarded as mere additions to lexical phrases. Thus, the sentence The rabbit will see the fox was analysed as a noun phrase the rabbit, followed by a verb phrase will see the fox. The determiner the was thus an addition to the noun phrase, and the auxiliary will was added to the verb phrase. A shift in this thinking came in the 1980s within the framework of generative grammar. From then on, auxiliaries were attributed with an independent contribution to the sentence structure. However, function words still did not determine the categorial status of a phrasefor example, a phrase such as the rabbit continued to be regarded as a noun phrase containing a determiner. This view changed radically by the mid-1980s, as function words were increasingly interpreted as the determinants of the categorial status of sentence elements. To use the technical terminology, function words were â€Å"projecting to a phrase† or â€Å"heading a phrase. † Determiners, for example, came to be regarded as the head of determiner phrasesthat is, the rabbit was now interpreted as a determiner phrase the . Containing the noun phrase rabbit. â€Å"Functional projections† were thus assigned a structure similar to â€Å"lexical phrases. † Research in the late 1980s and 1990s revolved around the question of exactly which functional projections a sentence may contain. Each function word expressing a grammatical function was soon regarded as a main structural building block of the sentence. The increasing importance of function words in linguistic theories went hand-in-hand with an increasingly abstract description of sentence structure. This shift provided many empirical and theoretical advantages. First, sentence structure could now be divided into three functional domains: (1) a lexical domain around the verb, which establishes semantic relations between the main sentence elements; (2) a grammatical domain around the auxiliary, which establishes grammatical relations such as agreement (the auxiliary agrees in number and person with the subject: I am/She is/They are leaving. ); (3) a discourse domain around the complementizer that, which links an embedded clause to a main clause (I know that this is true or I wonder whether this is true) [8; 26]. Second, differences between languages could be explained by how the function words, and the domains they define, were used. For instance, the so-called verb-second languages such as German, Middle English, Dutch, and Swedish move the verb to the complementizer domain, whereas languages such as English refrain from doing so. The word order of the equivalent German sentence Yesterday the rabbit saw the fox would thus be Yesterday saw the rabbit the fox. Differences between even unrelated languages were reduced to very basic principles. Function words and lexical words are not sharply distinct categories but rather form a continuum. Certain classes of words can thus share features with both prototypical lexical words and prototypical function words. The English preposition is a case in point: some prepositions have lexical meaning, such as location (behind) and direction (toward); others have little meaning (of or to). Many are used to introduce sentences (after, for, like) and are therefore similar to prototypical function words, namely complementizers [26]. Grammatical meaning can be expressed in different ways. English uses independent auxiliaries to express present or past tense (I am leaving vs. I was leaving) but also inflects the verb for the same purpose (I think vs. I thought). Languages exhibit great variation along these lines: some languages express all grammatical meaning via independent function words and are called â€Å"analytic. † So-called synthetic languages, on the other hand, employ inflection and other markings on lexical words throughout. This distinction between analytic and synthetic languages also represents a continuum, and languages can change in this respect over time. Old English made extensive use of grammatical markings on lexical words. English has lost much of this capability since then and introduced auxiliaries to fill the gap. In fact, the auxiliary will used to be a lexical verb in Old English, but it lost its meaning (â€Å"to want†) when it was recruited for expressing future tense. In modern theoretical approaches, which tend to focus more on underlying differences rather than surface variation, the distinction between analytic and synthetic languages becomes negligible [29]. In short, function words have little lexical meaning and no stress. In traditional grammars, they do not have their own projection or phrase, whereas in some modern approaches they do. They are very similar (and are historically related) to grammatical markers on lexical words. There are only about 300 function words in English. They might be prepositions, pronouns, determiners, conjunctions, modal verbs, auxiliary verbs and particles (Application A) [31]. So, the function words serve as important elements to the structures of sentences. They have little lexical meaning or have ambiguous meaning, but instead serve to express grammatical relationships with other words within a sentence, or specify the attitude or mood of the speaker. They signal the structural relationships that words have to one another and are the glue that holds sentences together. 1. 2. Prepositions as a part of function words in Modern English. Classification of prepositions Prepositions are short words (on, in, to) that usually stand in front of nouns (sometimes also in front of gerund verbs). In modern English prepositions serve as a means for expressing the relations of nouns, pronouns, numerals or gerunds to the other words in a sentence. These relations in the Ukrainian language are sent by means of case endings or case endings in combination with prepositions. Prepositions play a great role in word-building, they are included in different word-combinations and expressions: e. g. at last, at first, at home, at night, in vain, on foot, forever, by no means, by the way, etc [17]. Prepositions can also occur in post position with: nouns (interest in, need for), adjectives (familiar with, sure of), participles (married to, made of), and verbs (give up, look forward). In this situation, the composite can be thought of as a unit. On its shape the prepositions are divided on simple, complex and compound. The simple prepositions are those which are not dividable on componential parts. We refer here the most ancient English prepositions which are mostly monosyllabic, such as in, on, at, by, to, with, from, of etc. Simple prepositions can possess a varied number of semantic and contextual meanings: She sat on the sofa. He is going to the market. He fell off the ladder. There is some water in the bottle. She is about seven. They sat around the table. The cat was hiding under the bed. Complex prepositions are those which were formed by means of word blending: e. g. inside, outside, throughout, upon, into etc. The Compound prepositions are those which mainly present a combination of noun, adjective, participle or adverb with simple preposition or conjunction, which is composed by united meaning. The Compound prepositions mainly have one meaning, corresponding to the meaning of a meaningful word falling into the compound of the preposition. To the compound prepositions we pertain the following: because of, instead of, by means of, as far as, by force of, in spite of, in front of, in accordance with, contrary to, opposite to, as compared with etc. : He fell into the river. She sat between her kids. He sat beside her. There is nothing inside the jar. The teacher stood behind the desk. There is also a small group of prepositions, which have originated from participles and have saved the form of a participle: e. g. during; including; concerning, regarding, etc. [28;14]: There was little chance of success, notwithstanding they decided to go ahead. You did the job well, considering your age and inexperience [30]. We divide prepositions into three important kinds: 1. Preposition of Time (Application B). We use: at for a precise time; in for months, years, centuries and long periods; on for days and dates. 2. Preposition of Place (Application C). In general, we use: at for a point; in for an enclosed space; on for a surface. 3. Other Prepositions (Application D). As has been said, prepositions are short words that usually stand in front of nouns. Prepositions play a great role in word-building, they are included in different word-combinations and expressions. CHAPTER 2. THE PRACTICAL USE OF PREPOSITIONS 2. 1. Preposition combinations Prepositions and the rules concerning their usage can be confusing to learners of English as a second language. Basically, prepositions are connecting words that join objects to other parts of sentences. Preposition choice is determined by the noun, verb, adjective or particle which precedes it. Noun + Preposition Combinations. English has many examples of prepositions coming after nouns. In such cases, the prepositions are often followed by a phrase containing a noun, as in example (a) below. They can also be followed by a noun, as in example (b), or an -ing verb, as in example (c) [6]: a) Scientists at the research institute think they are close finding a solution to the problem. b) Everyone was surprised by his lack of concern. c) We need to call an expert at plumbing as soon as possible. Here are a few more nouns and prepositions which are used together: the use of a solution to influence on evidence of the cost of an increase in a possibility of danger of the price of a reason for a supply of a method of a lack of belief in the cause of difficulty with Verb + Preposition Combinations. Many English prepositions also follow verbs. Sometimes they introduce a phrase that contains a noun, as in example (a). They can also introduce a noun, as in example (b), or an -ing verb, as in example (c) [6]: a) I dont know how long we can depend on his generosity. He has already done so much for us. b) Many of the towns residents relied on neighbours for help during the flood. c) She believes in helping people who are less fortunate than her. Here are some other verbs and prepositions that are used together: I insist on . . . He can deal with . . . This can result in . . . Do you plan on . . . We belong to . . . This could lead to . . . My answer will depend on . . . You can rely on . . . They fight for . . . We fight against . . . We contribute to . . . I believe in . . . Adjective + Preposition Combinations. English also has many instances of prepositions coming after adjectives. In many cases, the prepositions precede phrases containing nouns, as in example (a), or pronouns, as in example (b). It is also possible for the prepositions to precede an -ing verb, as in (c) [6]: a) I was amazed at all the improvements. b) We were all shocked by his behaviour. c) Because the exam was more difficult than I expected, Im worried about passing. Here are some more adjectives and prepositions that are used together: proud of identical to different from tired of related to opposed to satisfied with eager for based on famous for necessary for excited about Common Sentence Errors with Prepositions. There are three common types of sentence errors which involve prepositions. 1. Using a preposition which doesnt fit the context of the sentence: I was amazed from all the improvements. Wrong! I was amazed at all the improvements. Right! 2. Omitting a preposition that belongs in a sentence: I was amazed all the improvements. Wrong! I was amazed at all the improvements. Right! 3. Adding a preposition which is not needed in the sentence: I was amazed at that the improvements were done so quickly. Wrong! I was amazed that the improvements were done so quickly. Right! In short, word combinations and preposition combinations are extremely important in the English language. There is now rule or reason why these words go together. So, they must be learned â€Å"by heart†. 2. 2. Interesting Preposition exercises Understanding and using appropriate prepositions of place and motion are often difficult for students to grasp and it takes time for them to become comfortable with these types of words. They become confused when there are a host of similar prepositions and often need plenty of help and clarification. As is often the case, visualization is a key element to learning and can make the process much easier and enjoyable for students and teacher alike. Here are three games which make the process of learning prepositions fun for all parties [30; 15]: Exercise 1: Preposition Tree Teacher draws a nice big tree on the board. Next teacher asks students to call out items which are specific to trees. If a student yells, â€Å"bird†, draw a bird somewhere on the tree and ask the class where it is. Obviously, the answer should be that, â€Å"the bird is in the three. † Try a number of these exercises until they become comfortable with the use of the prepositions of place. Draw a boy sitting under the tree eating an apple. Ask, â€Å"where is the boy? † and when they get this right, ask, â€Å"now where is the apple? † It becomes slightly more difficult. The possibilities here are limitless and it gives the kids the opportunity to visualize the meaning of individual prepositions, providing them with the know how to differentiate them and use them accurately. You can even have students come to the front of the class to draw their own ideas. A student might draw a cow on top of the tree. Although not an accurate representation of a cow’s niche, it will still afford the opportunity for students to say, â€Å"the cow is on (or on top of) the tree,† improving their use of prepositions of place (Application E). Note 1: If time allows, it might also be fun to construct a tree – make it a class project – and have the students attach little figures, birds, critters, people, etc at various places in and around the tree and have them come up with the appropriate prepositions. Note 1: Teaching negatives. If the boy is under the tree, help the students learn where the boy isn’t. â€Å"He is under the tree, so he isn’t†¦. † Wait for the answer. Exercise 2: Preposition Street Prepositions of motion present another challenge to teachers because they have to find a way to explain how things move, within the confines of the classroom. There are number of classic tactics, but a personal favorite is to draw a large city street, complete with some parked cars, traffic, buildings and people (Application F). Draw someone getting into or out of a car and ask, â€Å"what is he/she doing? † Eventually, someone will say that the man/woman is getting into/out of his/her car, or getting on/off the bus. Next, focus on pedestrians. Look at two people walking past each other and ask, â€Å"what are they doing? † Give praise when the class replies that, â€Å"they are walking past each other. † As was the case with the tree, the possibilities are limitless and only bound by one’s imagination. Like the preposition tree, when students become more comfortable, call them to the front of the class and have them draw their own ideas. Exercise 3: Preposition â€Å"I spy with my little eye† This is a pretty straight forward game but may require some explanation if the students are not aware of how to play I Spy. Once this has been made clear, the teacher picks an object in a room – for example the door – and says, â€Å"I spy with my little eye something that is rectangular/square/red/whatever. Students try to decipher the answer by asking questions with prepositions: For example, is it next to the window? No it isn’t, or yes it is. Once a student guesses the correct object, it is his/her turn to look around the room and â€Å"spy† an object for the rest of the class to discover. Finally, learning prepositions is a key element to the development of a student’s language skills. They are often thought of as boring, which is in part why students often have such a hard time with them. They don’t enjoy learning about them and therefore don’t learn them as well as other language elements. However, with these and other games, students will see that prepositions can be fun and they will want to learn. CONCLUSIONS In modern English prepositions serve as a means for expressing the relations of nouns, pronouns, numerals or gerunds to the other words in a sentence. They play a great role in word-building. Prepositions pose more problems for the non-native speaker or learner of English than any other part of speech. Prepositions are just little words that never change in form. They are pronounces softly, in unstressed syllables. They aren’t even given capital letters in book titles. Native speakers choose the correct ones without thinking. But for non-native speakers they can be confusing. There are hardly any rules as to when to use which preposition. The only way to learn prepositions is looking them up in a dictionary, reading a lot in English and learning useful phrases off by heart. Learning prepositions is a key element to the development of a student’s language skills. They are often thought of as boring, which is in part why students often have such a hard time with them. They don’t enjoy learning about them and therefore don’t learn them as well as other language elements. However, with games, students will see that prepositions can be fun and they will want to learn them. RESUME There are about 150 prepositions in English. Yet this is a very small number when you think of the thousands of other words. Prepositions are important words. We use individual prepositions more frequently than other individual words. In fact, the prepositions of, to and in are among the ten most frequent words in English. There are hardly any rules as to when to use which preposition. So, social and pedagogical insight of the problem defines the topic of our course paper: â€Å"Theoretical and practical aspects of prepositions in Modern English†. The course paper consists of the introduction, two parts and 6 applications. The general namber is 30 pages. The list of the used literature consists of 32 sources. The first part of the work outlines using prepositions as a part of function words in Modern English and shows classifications of prepositions. The second part points out preposition combinations with other words and interesting preposition exercises for easier learning prepositions at school. Key words: function words, preposition, classification, combinations, exercises, simple preposition, complex preposition, compound preposition, time, place.